ALLIANT INTERNATIONAL UNIVERSITY CSPP One Beach Street, Suite 100 San Francisco, CA94133 415-955-2100
COURSE INFORMATION FORM
Course Title:Biological Aspects of Behavior and Psychopharmacology Course Number: PSY 6105 Units: 3
School:California School of Professional Psychology
Term & Year:Fall 2009
Day/Time: Fridays 9:00-11:50AM
Room:206
INSTRUCTOR: Davina Chan, Ph.D.
Contact:**davina01@aol.com** Office Hours:By appointment Grading:Letter grades OPEN TO YEAR LEVEL: All I.RATIONALE: The PsyD and Ph.D. clinical psychology programs are organized to enable students to build sequentially on knowledge and skills. This course is part of the PsyD/PhD shared curriculum and will help students develop broad theoretical and scientific knowledge in foundational areas that provides the basis for the effective practice of clinical psychology. II. COURSE DESCRIPTION, PURPOSE, STUDENT LEARNING OUTCOMES and ASSESSMENT: A.COURSE DESCRIPTION: Biological Aspects of Behavior and Psychopharmacology explores the biological processes involved in the symptoms and disorders that are encountered in clinical practice.Following an overview of neuroanatomy, we will examine each class of mental disorder in terms of relevant brain structure, neurotransmitters, hormones, and pharmacology.We will explore biological aspects of mood and anxiety disorders, psychosis, addiction, eating disorders, stress, and aggression.In addition, the course will include a discussion of neurophysiological aspects of sensation, emotions, sleep and dreams, learning and memory, and development across the lifespan. Prerequisite: High school biology B.PURPOSE OF THE COURSE: By the end of this course, students will be able to understand and discuss biological aspects of disorders that are encountered in clinical practice. C.SPECIFIC LEARNING OUTCOMES: Specifically, upon completion of the course, students will: 1. be familiar with the structure and function of the nervous system. 2. understand biological aspects of the disorders that are encountered in clinical practice. 3. possess an appreciation of the interactions of mind, body, and environment in determining human behavior and experience. D.INSTRUCTIONAL STRATEGY: This course is a lecture and discussion class.Students will be expected to come to class prepared to participate in verbal in-class discussions.In addition, each student will give an oral presentation on a topic of their choice. E. Class Component on Multicultural and International Issues: The class will explore the relationship between cultural/ethnic issues and biological aspects of behavior.Cross-cultural research in this area will be examined, and the sharing of cross-cultural experiences will be encouraged. F.DESCRIPTION OF COURSE REQUIREMENTS AND ASSESSMENT METHODS: Class Participation Sharing ideas and engaging in intellectual dialogue are requirements of the course. Participation in class discussion is an important component of evaluating student competence. Through your participation you contribute to others learning and advance your own understanding. It is one way in which you demonstrate your mastery of class material, course specific objectives and of your ability to engage in problem solving and professional learning behaviors. Participation in class discussion will be evaluated based on: - the student’s preparation, e.g., familiarity with readings and lecture material - the quality of contribution, e.g., the student’s ability to grasp and understand the readings, synthesize concepts, explore and question meaning, apply concepts to clinical cases - the student’s willingness to contribute to class discussion If students feel uncomfortable participating in verbal discussions, they may submit short reaction papers to supplement their participation score. Examinations The examinations will consist of weekly quizzes on the assigned readings and lecture notes.The quizzes may include multiple choice and/or short answer questions.Make-up exams will only be given in cases of documented medical emergencies.Unreported absences will result in 0 pts. for the scheduled quiz. Presentation Students will be required to give a 20 minute presentation.The presentation may be on any topic related to physiological psychology.A bibliography of the resources used should be submitted.Presentation dates will be determined on the first day of class, and late presentations will be penalized.Presentations will be evaluated based on preparation, organization, clarity, synthesis of ideas, and engagement of audience. Course Grading System: Students will receive a letter grade (See page 50 of the systemwide catalog for the university grade-point system and page 97 for the Academic Standing Status for CSPP Doctoral Students CSPP for CSPP grading standards). In this class students will not receive plus or minus grades for grades C and below. The University does not allow for an A+ grade.
A & B
Credit with no concern or no serious concern = C= Marginal pass or “some concern” D/F = fail or serious concerns
Grade Percentage Distribution:
Attendance and class participation15% Oral Presentation10% Examinations75% Ethical, Legal, and Professional Standards of Care Students’ are expected to perform within professional standards of care as determined by ethical codes, legal considerations and accepted professional practice. Behavioral Expectations Students may fail the course by reason of difficulty in meeting the behavioral expectation or requirements of the class, such as attendance, or timely completion of assignments, or for violations of ethical and professional standards of care. III.COURSE READINGS AND MATERIALS: Required Texts
Carlson, Neil (2008).Physiological Psychology (7th ed.).Boston: Allyn & Bacon.
Preston, J. & Johnson, J. (2004).Clinical Psychopharmacology Made Ridiculously Simple (5th ed.).Miami, FL: MedMaster.
Course reader: available at AIU library and online.
CSPP
One Beach Street, Suite 100
San Francisco, CA 94133
415-955-2100
COURSE INFORMATION FORM
Course Title: Biological Aspects of Behavior and PsychopharmacologyCourse Number: PSY 6105
Units: 3
School: California School of Professional Psychology
Term & Year: Fall 2009Day/Time: Fridays 9:00-11:50AM
Room: 206INSTRUCTOR: Davina Chan, Ph.D.
Contact: **davina01@aol.com**Office Hours: By appointment
Grading: Letter grades
OPEN TO YEAR LEVEL: All
I. RATIONALE:
The PsyD and Ph.D. clinical psychology programs are organized to enable students to build sequentially on knowledge and skills. This course is part of the PsyD/PhD shared curriculum and will help students develop broad theoretical and scientific knowledge in foundational areas that provides the basis for the effective practice of clinical psychology.
II. COURSE DESCRIPTION, PURPOSE, STUDENT LEARNING OUTCOMES and ASSESSMENT:
A. COURSE DESCRIPTION:
Biological Aspects of Behavior and Psychopharmacology explores the biological processes involved in the symptoms and disorders that are encountered in clinical practice. Following an overview of neuroanatomy, we will examine each class of mental disorder in terms of relevant brain structure, neurotransmitters, hormones, and pharmacology. We will explore biological aspects of mood and anxiety disorders, psychosis, addiction, eating disorders, stress, and aggression. In addition, the course will include a discussion of neurophysiological aspects of sensation, emotions, sleep and dreams, learning and memory, and development across the lifespan.
Prerequisite: High school biology
B. PURPOSE OF THE COURSE:
By the end of this course, students will be able to understand and discuss biological aspects of disorders that are encountered in clinical practice.
C. SPECIFIC LEARNING OUTCOMES:
Specifically, upon completion of the course, students will:
1. be familiar with the structure and function of the nervous system.
2. understand biological aspects of the disorders that are encountered in clinical practice.
3. possess an appreciation of the interactions of mind, body, and environment in determining human behavior and experience.
D. INSTRUCTIONAL STRATEGY:
This course is a lecture and discussion class. Students will be expected to come to class prepared to participate in verbal in-class discussions. In addition, each student will give an oral presentation on a topic of their choice.
E. Class Component on Multicultural and International Issues:
The class will explore the relationship between cultural/ethnic issues and biological aspects of behavior. Cross-cultural research in this area will be examined, and the sharing of cross-cultural experiences will be encouraged.
F. DESCRIPTION OF COURSE REQUIREMENTS AND ASSESSMENT METHODS:
Class Participation
Sharing ideas and engaging in intellectual dialogue are requirements of the course. Participation in class discussion is an important component of evaluating student competence. Through your participation you contribute to others learning and advance your own understanding. It is one way in which you demonstrate your mastery of class material, course specific objectives and of your ability to engage in problem solving and professional learning behaviors.
Participation in class discussion will be evaluated based on:
- the student’s preparation, e.g., familiarity with readings and lecture material
- the quality of contribution, e.g., the student’s ability to grasp and understand the readings, synthesize concepts, explore and question meaning, apply concepts to clinical cases
- the student’s willingness to contribute to class discussion
If students feel uncomfortable participating in verbal discussions, they may submit short reaction papers to supplement their participation score.
Examinations
The examinations will consist of weekly quizzes on the assigned readings and lecture notes. The quizzes may include multiple choice and/or short answer questions. Make-up exams will only be given in cases of documented medical emergencies. Unreported absences will result in 0 pts. for the scheduled quiz.
Presentation
Students will be required to give a 20 minute presentation. The presentation may be on any topic related to physiological psychology. A bibliography of the resources used should be submitted. Presentation dates will be determined on the first day of class, and late presentations will be penalized. Presentations will be evaluated based on preparation, organization, clarity, synthesis of ideas, and engagement of audience.
Course Grading System:
Students will receive a letter grade (See page 50 of the systemwide catalog for the university grade-point system and page 97 for the Academic Standing Status for CSPP Doctoral Students CSPP for CSPP grading standards).
In this class students will not receive plus or minus grades for grades C and below. The University does not allow for an A+ grade.
A & B
Credit with no concern or no serious concern = C= Marginal pass or “some concern”D/F = fail or serious concerns
Grade Percentage Distribution:
Attendance and class participation 15%Oral Presentation 10%
Examinations 75%
Ethical, Legal, and Professional Standards of Care
Students’ are expected to perform within professional standards of care as determined by ethical codes, legal considerations and accepted professional practice.
Behavioral Expectations
Students may fail the course by reason of difficulty in meeting the behavioral expectation or requirements of the class, such as attendance, or timely completion of assignments, or for violations of ethical and professional standards of care.
III. COURSE READINGS AND MATERIALS:
Required Texts
Articles from the course reader should be read by the dates listed on the course schedule below. The Carlson text is required, but you do not have to memorize all of the terms in the assigned chapters. Focus on the interim summaries and material from the text that is also presented in lecture. The Preston book should be memorized!
IV. POLICIES AND PROCEDURES:
1. Policies Related To Class Attendance, Lateness, Missed Exams or Assignments
The University expects regular class attendance by all students. Each student is responsible for all academic work missed during absences. When an absence is necessary, students should contact the instructor as courtesy and to check for assignments. See the University Catalog for the complete policy on attendance (http://www2.alliant.edu/download/2005/catalog/3_Academic_Policies.pdf).
2. Responsibility to Keep Copies
Remember – it is good practice to keep copies of ALL major assignments/papers you turn in. On rare occasions, work may be lost because of computer failure or other mishaps.
3. Respectful Speech and Actions
Alliant International University, by mission and practice, is committed to fair and respectful consideration of all members of our community, and the greater communities surrounding us. All members of the University must treat one another as they would wish to be treated themselves, with dignity and concern.
As an institution of higher education, Alliant International University has the obligation to combat racism, sexism, and other forms of bias and to provide an equal educational opportunity. Professional codes of ethics (e.g., from the APA for psychology students) and the Academic Code shall be the guiding principles in dealing with speech or actions that, when considered objectively, are abusive and insulting.
4. Academic Code of Conduct and Ethics
The University is committed to principles of scholastic honesty. Its members are expected to abide by ethical standards both in their conduct and in their exercise of responsibility towards other members of the community. Each student’s conduct is expected to be in accordance with the standards of the University. The complete Academic Code, which covers acts of misconduct including assistance during examination, fabrication of data, plagiarism, unauthorized collaboration, and assisting other students in acts of misconduct, among others, may be found in the University Catalog. The University reserves the right to use plagiarism detection software.
5. Evaluation of Students’ Professional Development and Functioning
In CSPP, multiple aspects of students’ professional development and functioning (e.g., cognitive, emotional, psychological, interpersonal, technical, and ethical) will be evaluated throughout the process of education and training in our professional psychology and MFT programs. This kind of comprehensive evaluation is necessary in order for faculty, staff, and supervisors to appraise the professional development and competence of their students. See the University Catalog for the complete CSPP policy on “Evaluation of Student Competence: A. Student Disclosure of Personal Information” (Appendix B).
6. Disability Accommodations Request
If you need disability-related accommodations in this class, please see me privately. All accommodations must be requested in a timely manner (at least 2 weeks ahead of time) with a letter of support for Alliant’s Office of Disability Services. If you have questions about accommodations, please contact the Office of Disability Services.
7. Policy on Course Requirements During Religious Holidays
Alliant International University does not officially observe any religious holidays. However, in keeping with the institution’s commitment to issues of cultural diversity as well as humanitarian considerations, faculty are encouraged to appreciate students’ religious observances by not penalizing them when they are absent from classes on holy days. Alliant International University faculty will be sensitive to these matters. Students should be similarly respectful of faculty members’ right to observe religious days.
8. Resources for Obtaining Tutoring or Other Student Support Services
Tutors are available to help students with course-based or exam-based needs. Contact the Director of Student Support Services for information on obtaining tutoring – or other student support services – on your campus.
9. Problem Solving Resources
If problems arise with faculty, other students, staff, or student support services, students should use the University Problem Solving Procedures located on the web at: http://www.alliant.edu/academic/studentproblemsolving/ Student_Grievance_Policy.pdf or contact the University Ombudsperson at rkunard@alliant.edu.
Biological Aspects of Behavior & Psychopharmacology: PSY 6105
Fall 2009
Week by Week Syllabus
Reminder that Syllabus is Subject to Change: The following is the general structure and content of the course. The exact content and schedule of the syllabus is subject to change without prior notice to meet student, faculty, or other needs. We may spend more time on some topics as needed, and conversely, may move more quickly over other topics. Reading s may be changed to correspond more closely to or illuminate class presentation.
Date Topic*
Sep 4 Introduction/Methods & Strategies of Research
Carlson: Ch. 1
Reference:
Carlson: Ch. 5
Sep 11 Structure & Function of the Nervous System
Carlson: Ch. 2 & 3
Sapolsky, R.M. (2004). Why Zebras Don’t Get Ulcers. NY: W.H. Henry Holt & Co., pp. 19-36.
Sep 18 Psychopharmacology
Carlson: Ch. 4
Preston: Ch. 1
Sep 25 Sensory Systems: Vision
Carlson: Ch. 6
Sacks, O. (1998). The Man Who Mistook His Wife for a Hat. New York:
Simon & Schuster, pp. 8-11.
Recommended:
Davis, J. (2006). Face Blind. Wired Magazine, Nov 2006.
Oct 2 Sensory Systems: Audition, the Body Senses, and the Chemical Senses
Carlson: Ch. 7
Nicolelis, M.A. & Chapin, J.K. (2002). Controlling robots with the mind. Scientific American, October, 47-53.
Oct 9 Sleep and Sleep Disorders
Carlson: Ch. 8
Recommended:
Lambert, C. (2005). Deep into Sleep. Harvard Magazine, Jul/Aug 2005, pp. 25-33.
Oct 16 Hormones and Sexual Behavior
Carlson: Ch. 9
Sapolsky, R.M. (2004). Why Zebras Don’t Get Ulcers. NY: W.H. Henry Holt & Co., pp. 120-126, 129-134.
Nussbaum, E. (2000). A question of gender. Discover, January, 92-99.
Recommended:
Dowling, C.G. (1999). The science of love. Life, February (pp. 38-48).
Ramachandran, V.S. (1998). Phantoms in the Brain. New York: Harper Collins, pp. 212-226.
Oct 23 Emotion
Carlson: Ch 10; Ch. 16: pp. 499-501
Preston: Ch. 6: pp. 51-54
Goleman, D. (1997). Emotional Intelligence. New York: Bantam Books, pp. 96-104, 133-136, 138-141.
Recommended:
Lambert, C. (2002). Stealthy attitudes. Harvard Magazine, Jul/Aug 2002, pp. 18-19.
Gudrais, E. (2005). Self-esteem, real and phony. Harvard Magazine, Sep/Oct 2005, pp. 16-22.
Butnik, S.M. (2005). Neurofeedback in adolescents and adults with attention deficit hyperactivity disorder. Journal of Clinical Psychology, 61, 621-625.
Robbins, J. (1996). Wired for Miracles.
Oct 30 Ingestive Behavior and Eating Disorders
Carlson: Ch. 11
Nov 6 Learning & Memory
Carlson: Ch. 12
De Bertodano, H. (2005). The Original Rain Man. The Week, March 4, 2005, pp. 40-41.
Recommended:
Sacks, O. (1998). The Man Who Mistook His Wife for a Hat. New York: Simon & Schuster, pp. 161-165.
Snowden, D. (1997). Aging and Alzheimer’s disease: lessons from the nun study. The Gerontologist, 37(2), 150-6.
Nov 13 Substance Abuse Disorders
Carlson: Ch 16: pp. 510-528
Recommended:
Hall, S.S. (2003). The Quest for a Smart Pill. Scientific American, 289, 3, 57-63.
Fisher, S. & Greenberg, R. (1997). From placebo to panacea: Putting psychiatric drugs to the test. New York: Wiley, pp. 359-384.
Nov 20 Schizophrenia/Autism
Carlson: Ch 15: pp. 457-471; Ch 16: pp. 495-499
Preston: Ch. 5 & 7; Ch. 8: 57-58, 69-71
Nov 27 Thanksgiving Holiday
Dec 4 Affective Disorders
Carlson: Ch. 15: pp. 471-484
Preston: Ch. 2 & 3; Ch. 8: pp. 55, 60-65
Dec 11 Anxiety Disorders and PTSD/Stress & Health
Carlson: Ch 10: pp. 291-295; Ch15: pp. 484-491; Ch 16: 501-510
Preston: Ch. 4, Ch. 6: pp. 50, 55; Ch. 8: pp. 65-69
Wylie, M.S. (2004). The Limits of Talk: Bessel van der Kolk wants to transform the treatment of trauma. Psychotherapy Networker, 28 (1) 30-41.
Sapolsky, R.M. (2004). Why Zebras Don’t Get Ulcers. NY: W.H. Henry Holt & Co., pp. 384-387.
Recommended:
Goleman, D. (2005). Emotional Intelligence. New York: Bantam Books, pp. 166-176, 203-214.
Davidson, R.J. et al. (2003). Alterations in brain and immune function produced by mindfulness meditation. Psychosomatic Medicine, 65, 564-570.
*Readings listed should be completed prior to each class
© 2009 Davina Chan, Ph.D. as to this syllabus and all lectures. Students are prohibited from recording or selling course content, from being paid by any person or commercial firm for lecture notes, and from publishing any course content whatsoever without explicit written permission from the professor.